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Syllabus 1
Syllabus 1
WEEK 15 Topic:
Cognitive
Articulate the process Oral Activity Quiz
role of 1. reporting sheet Rubric
constructivis Constructivis Power Audio- scores on
m in m: point visual oral
facilitating Knowledge Created textbook reporting
learning Construction/ drill using accomplis
Describe the Concept computer hed by:
strategies to Learning Small Professor
promote 2. group Classmat
knowledge Transfer of discussion es
construction learning A plan of Self
Apply activity Content
strategies to showing submitte
show how the d
transfer of strategies assignme
learning to nt/resear
occurs promote ch
knowledge Grading
instruction of
and submitte
strategies d plan of
to show activity
transfer of One-page
learning. reflection
on page
160
Result of
activity
sheet pp.
154,159
WEEK 16 Topic:
A.
Differentiate Facilitating Oral Activity Quiz
the different Learning and reporting sheet Rubric
levels of Bloom’s Power Audio- scores on
Bloom’s Taxonomy of point visual oral
Taxonomy Objectives Small textbook reporting
Formulate 1. group accomplis
objectives The different according hed by:
reflecting the levels of to Professor
levels of the Bloom’s specializati Classmat
taxonomy Taxonomy on. Write es
Discuss the 2. high level Self
differences The questions Content
among the importance of reflective submitte
taxonomies good of bloom’s d
for the behavioral/co taxonomy assignme
cognitive, gnitive Critiquing nt/resear
affective, and objectives in of each ch
psychomotor facilitating other’s Rating of
domains. learning work student’s
Retell the B. Construct output
four criteria Problem an activity and
of creativity solving and to show performa
by Torrance Creativity problem nce on
Create an solving creativity
activity to skills and Result of
show problem creativity activity
solving skills Note sheet pp.
and creativity exchange 170-
on the 171;179-
lecture 184;200,2
given 05-206
One-
page
reflection
on page
185 &
207
WEEK 17 Topic: Focus
on Classroom
Compare and Processes Oral Activity Result of
contrast the A.1 reporting sheet the quiz
difference Motivation Power Audio- Rubric
between 1.1 point visual scores on
intrinsic and Meaning and Group textbook oral
extrinsic types of discussion, reporting
motivation Motivation implication accomplis
and its 1.2 of the hed by:
application in Theories on different Professor
the teaching- Factors theories of Classmat
learning Affecting motivation es
process Motivation to the Self
Analyze and 2. facilitation Content
explain the The basic of learning of
basic concept of Note submitte
principles of the exchange d
motivation humanistic on the assignme
from the (needs) lecture nt/resear
behavioral theory of given ch
viewpoint motivation. Interaction Grading
Explain the 2.1 and of
different Maslow’s sharing submitte
motivational hierarchy of d outline
theories needs (the Results of
Examine and specific activity
explain the levels) in phase
potential terms of pp.210-
dangers of Growth and 211;215-
the use of deficiencies 216;230
rewards in and its and the
the classroom educational applicatio
implications n activity
2.2 on
The p.217;p.2
differences 32
between
students with
high/low
achievement
motivation
2.3
The
motivational
problems that
affect
learning
WEEK 18 Topic:
A. Student’s
State and Diversity in Oral Activity Quiz
explain Motivation reporting sheet Rubric
through and Power Audio- scores on
graphic Motivation in point visual oral
organizer the the classroom Role- textbook reporting
social and 1. playing to accomplis
cultural Environmenta act out hed by:
influences on l Factors student- Professor
the cognitive Affecting child Classmat
and Motivation interaction es
motivational 1.1 s with Self
processes of The Physical “good” vs. Content
learning Learning “bad” submitte
Apply the Environment teachers. d
principles on 2. Use the assignme
the social and The classroom following nt/resear
cultural climate scenarios ch
influences on 3. to Role
motivation Assessment structure playing
Describe the of Learning the evaluatio
classroom interaction n
climate that is a) A student Assessme
conducive for who nt and
learning repeatedly evaluatio
Design a fails to n of
favorable complete student’s
physical the individual
learning assignmen sample of
environment t; poem/so
Discuss ways b) An ADHD ng
to make students describin
assessment who never g
more sits still teachers
motivating for and behavior
the students interrupts al traits
Demonstrate constantly Result of
appreciation c) A wall- the
of assessment flower activity
as a process student on
to evaluate who never pp.253,25
and facilitate volunteers 7-259;
learning to make p.264
classroom One-page
contributio reflection
ns. on pp.
The student 255 &272
will portray
all scenarios
with both
good and bad
teachers.
Compose a
poem/son
g
describing
teachers’
behavioral
traits that
are
facilitative
of leaning
Final Examination
REFERENCES:
BOOKS:
Garcia, carlito. Principles and Strategies of Teaching: A Skills Approach:
Philippines: Books Atbp. Publishing House Corp. c2005